Ensino de botânica: uma análise das estratégias de ensino relacionadas às tecnologias digitais de informação e comunicação (TICs) em resumos de encontros e congressos (2018-2022)

Abstract

The teaching of Botany is one of the areas of knowledge in Biology often described as a monotonous and uninteresting subject for both students and teachers. In this context, with the aim of contributing to increased interest in learning Botany, this research seeks to analyze didactic strategies that use Digital Information and Communication Technologies (DICTs) in Botany teaching. The analysis is based on a bibliographic survey of abstracts and articles published between 2018 and 2022 by CNBot, Conedu, Conapesc, Enpec, Enebio, and Erebio. A total of 565 papers were identified. After reviewing the titles, abstracts, and articles, and conducting a second analysis to distinguish strategies explicitly applying DICTs from those that merely mention them as multimedia resources or implicitly, the selection was reduced to 87 papers. Of these, 42 were associated with the production of digital teaching resources, and 45 were related to teaching strategies employing DICTs. A quantitative approach was used to analyze the data. The results show that the National Botanical Congress and the National Congress on Education were the most significant events concerning Botany teaching. Regarding botanical content, Structural Botany and Plant Systematics emerged as recurrent themes, often associated with species identification and botanical nomenclature. It was also observed that the contextualization of botanical knowledge was linked to themes such as plants in medicine and food. In terms of the presence of DICTs in teaching strategies, the results indicate that their use increased in 2021 compared to previous years. DICTs were used in various ways, especially within the framework of active methodology, where students are encouraged to construct and take the lead in their learning. These technologies were integrated into didactic sequences for different activities, practical classes in remote teaching, the creation of teaching materials by the students themselves, and as tools to assist both students and teachers. They were also used in workshops, courses, and as digital and audiovisual resources in lessons. Finally, this research provided insights into how Botany teaching is intertwined with technologies and contributed to expanding the repertoire of teaching practices for Science and Biology teachers.